Civitillo, S., Mayer, A.-M., & Jugert, P. (under review). The effects of teacher-based racial-ethnic discrimination on student wellbeing and academic outcomes: A systematic review and meta-analysis. (PDF).

Czepluch, F., Jugert, P., & Fritsche, I. (under review). Norm vigilance in reaction to control threat: A file drawer report. (PDF).

Kaiser, M. J., Hagelskamp, C., & Jugert, P. (under review). 'Tolerance is inherent to our family': White German parents' racial-ethnic socialization in an East German city. (PDF).

Spiegler, O., Zingora, T., & Jugert, P. (under review). Classroom ethnic diversity, teacher support and peer victimization: Evidence from four European countries. (PDF).

2022 / in press

Potoczek, A., Bukowski, M., Jasko, K., Czepluch, F., Fritsche, I., Jugert, P., & Kossowska, M. (2022). Acting collectively against air pollution: when does control threat mobilize environmental action? Registered Report. Journal of Experimental Social Psychology, 102, 104352 (PDF). doi: 10.1016/j.jesp.2022.104352

Jugert, P., & Asbrock, F. (in press). Persönlichkeit und Sozialisation. In C. Cohrs, N. Knab, & G. Sommer (Hrsg.). Handbuch der Friedenspsychologie. Marburg: Forum für Friedenspsychologie (PDF).

Vietze, J., Schwarzenthal, M., Moffitt, U., & Civitillo, S. (2022). Beyond ‘Migrant Background’: How to select relevant, social justice oriented, and feasible social categories in quantitative research. European Journal of Psychology of Education (PDF).

Civitillo, S., Ialuna, F., Lieck, D., & Jugert, P. (in press). Do infrahumanization or affective prejudice drive teacher discrimination against Romani students? A conceptual replication of Bruneau et al. (2020) in Germany. Peace and Conflict: Journal of Peace Psychology (PDF).

Civitillo, S., Ialuna, F., & Jugert, P. (angenommen). Stereotype und Vorurteile gegenüber Roma-Schüler*innen: Ein Überblick zu den Ursachen, zu Interventionen und bewährten Praktiken. In S. Glock (Hrsg.). Stereotype in der Schule II: Ursachen und Möglichkeiten der Intervention. Wiesbaden: Springer VS (PDF).

Civitillo, S., & Jugert, P. (2022). 'Sie kümmern sich nicht und haben es eh verdient' - Mythen über den Zusammenhang von Armut und Bildung. In S. Dutke, M. Limbourg, M. Roth, B. Spinath, & G. Steins (Hrsg.). Mythen, Bugs, Fehlvorstellungen, Fehlkonzepte und Irrtümer rund um den Lehrerberuf (S. 181-196). Heidelberg: Springer (PDF).

Jugert, P., Kaiser, M. J., Ialuna, F., & Civitillo, S. (2022). Researching race-ethnicity in race-mute Europe. Infant and Child Development, 31(1), e2260. (PDF).

Munniksma, A., Ziemes, J., & Jugert, P. (2022). Ethnic diversity and students' social adjustment in Dutch classrooms. Journal of Youth and Adolescence, 51, 141-155. (PDF).

Titzmann, P. F., & Jugert, P. (2022). Peerbeziehungen: Sozialökologische und entwicklungspsychologische Aspekte. In M. Kreutzmann, L. Zander & B. Hannover (Hrsg.). Aufwachsen mit anderen. Peerbeziehungen als Bindungsfaktor (S. 13-23). Stuttgart: Kohlhammer (PDF).


Civitillo, S., Göbel, K., Preusche, Z., Jugert, P. (2021). Disentangling the effects of perceived personal and group ethnic discrimination among secondary school students: the protective role of teacher-student relationship quality and school climate. New Directions for Child and Adolescent Development, 2021(177), 77-99. (PDF)

Civitillo, S., Juang, L., & Schachner, M. (2021). Stressing similarities or ignoring differences? Shedding light into different two different forms of color-evasiveness ideology with pre- and in-service teachers. Zeitschrift für Erziehungswissenschaft, 24, 135-153. (PDF

Jugert, P., Šerek, J., Eckstein, K., & Noack, P. (2021). National and European identity formation: A longitudinal cross-national comparison study. Identity, 21, 51-66 (PDF).

Jugert, P. (2021). Interethnische Freundschaften - wozu sie gut sind und wie wir sie fördern können. In: A. Beelmann & L. S. Sterba (Hrsg.). Prävention und Bildung im Kindes- und Jugendalter (S. 98-113). Frankfurt a. M.: Wochenschau-Verlag (PDF).

Schachner, M., Schwarzenthal, M., Moffitt, U., Civitillo, S., & Juang, L. (2021). Capturing a nuanced picture of classroom cultural diversity climate: Multigroup and multilevel analyses among secondary school students in Germany. Contemporary Educational Psychology, 65, 101971. doi: 10.1016/j.cedpsych.2021.101971


Civitillo, S., & Juang, L. (2020). How to best prepare teachers for multicultural schools: Challenges and perspectives. In P. F. Titzmann & P. Jugert (Eds.). Youth in superdiverse societies: Growing up with globalization, diversity, and acculturation (S. 285-301). London: Routledge.

Jugert, P., Leszczensky, L, & Pink, S. (2020). Differential influence of same- and cross-ethnic friends on ethnic-racial identity development in early adolescence. Child Development, 91, 949-963. Supplemental Materials at OSF

Jugert, P., Pink, S., Fleischmann, F., & Leszczensky, L. (2020). Changes in Turkish- and resettler-origin adolescents' acculturation profiles of identification: A three-year longitudinal study from Germany. Journal of Youth and Adolescence, 49, 2476-2494. (Open Access)

Jugert, P., & Titzmann, P. F. (2020). Developmental tasks and immigrant youth adaptation. In D. Güngör & D. Strohmeier (Eds.). Contextualizing immigrant and refugee resilience: Cultural and acculturation perspectives (pp. 33-50). Heidelberg: Springer. doi: 10.1007/978-3-030-42303-2_3

Lee, R. M., Titzmann, P. F., & Jugert, P. (2020). Towards a more dynamic perspective on acculturation research. In P. F. Titzmann & P. Jugert (Eds.). Youth in superdiverse societies: Growing up with globalization, diversity, and acculturation (S. 74-91). London: Routledge.

Titzmann, P. F., Jugert, P., & Silbereisen, R. K. (2020). Context matters!? Insights from comparative research on immigrant adolescents' development. Journal of Applied Developmental Psychology. doi: 10.1016/j.appdev.2019.101106

Titzmann, P. F., & Jugert, P.(Eds.).(2020). Youth in superdiverse societies: Growing up with globalization, diversity, and acculturation. London: Routledge.


Civitillo, S., Juang, L., Badra, M., & Schachner, M. (2019). The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection: A multiple case study. Teaching and Teacher Education, 77, 341-351.

Fritsche, I., & Jugert, P. (2019). Weshalb Ungleichheit zu Stresserleben, aber nicht notwendigerweise zu Vereinzelung führt: Ein Blick in die psychologische Black Box. In: G. Hartung & M. Herrgen (Hrsg.). Interdisziplinäre Anthropologie, Jahrbuch 7/2019, Soziale Ungleichheit (S. 35-43). Wiesbaden: Springer VS.

Jugert, P., Šerek, J., & Stollberg, J. (2019). Contextual moderators of the link between national and European identity among European youth. Journal of Youth Studies, 22, 436-456.

Leszczensky, L., Jugert, P., & Pink, S. (2019). The interplay of group identifications and friendships: Evidence from longitudinal social network studies. Journal of Social Issues, 75, 460-485.


Brenick, A., Schachner, M. K., & Jugert, P. (2018). Help or hindrance? Minority versus majority cross-ethnic friendships altering discrimination experiences. Journal of Applied Developmental Psychology, 59, 26-35.

Civitillo, S., Juang, L., & Schachner, M. (2018). Challenging beliefs about cultural diversity in education:  A synthesis and critical review of trainings with pre-service teachers. Educational Research Review, 24, 67-83.

Fritsche, I., Barth, M., Jugert, P., Masson, T., Reese, G. (2018). A social identity model of pro-environmental action (SIMPEA). Psychological Review, 125, 245-269.

Jugert, P., Leszczensky, L., & Pink, S. (2018). The effects of ethnic minority adolescents' ethnic self-identification on friendship selection. Journal of Research on Adolescence, 28, 379-395. 

Jugert, P., Eckstein, K., & Noack, P. (2018). Differential effects of school experiences on active citizenship among German and Turkish-origin students. International Journal of Psychology, 53, 433-438.

Šerek, J., & Jugert, P. (2018). Young European citizens: An individual by context perspective on adolescent European citizenship. European Journal of Developmental Psychology, 15, 302-323. 


Civitillo, S., Schachner, M., Juang, L, Van de Vijver, F., Handrick, A., & Noack, P. (2017). Towards a better understanding of cultural diversity approaches at school: A multi-informant and mixed-methods study. Learning, Culture and Social Interaction, 12, 1-14.

Fritsche, I., & Jugert, P. (2017). The consequences of economic threat for motivated social cognition and action . Current Opinion in Psychology, 18, 31-36.

Jugert, P., Rutland, A., Brown, R., Cameron, L., Nigbur, D., Watter, C., Hossain, R., Landau, A., & Le Touze, D. (2017). Increasing ethnic diversity moderates longitudinal effects of individual differences on friendship homophily. Journal of Community and Applied Social Psychology, 27, 411-423.

Titzmann, P. F., & Jugert, P. (2017). Transition to a new country: Acculturative and developmental predictors for changes in self-efficacy among adolescent immigrants. Journal of Youth and Adolescence, 46, 2143-2156.

Jugert, P., & Titzmann, P. F. (2017). Trajectories of victimization in ethnic diaspora immigrant and native adolescents: Separating acculturation from development. Developmental Psychology, 53, 552-566.

Jugert, P., & Feddes, A. (2017). Childrens' and adolescents' cross-ethnic friendships. In A. Rutland, D. Nesdale, & C. S. Brown (Eds.). The Wiley-Blackwell Handbook of groups processes in children and adolescents (pp. 373-392). Chichester: Wiley-Blackwell.

Fritsche, I., Moya, M., Bukowski, M., Jugert, P., de Lemus, S., Decker, O., Valor-Segura, I., & Navarro-Carrillo, G. (2017). The great recession and group-based control: Converting personal helplessness into social class ingroup trust and collective action. Journal of Social Issues, 73, 117-137.


Civitillo, S., Juang, L, Schachner, M., & Börnert, M. (2016). Validierung einer deutschen Version der “Culturally Responsive Classroom Management Self-Efficacy Scale”. Empirische Sonderpadagögik, 3, 279-288.

Civitillo, S., Juang, L, & Schachner, M. (2016). Kulturelle vorstellungen in der lehrerbildung: Status quo und möglichkeiten der veränderung. ZEIF, 9, 1-8.

Civitillo, S., Denessen, E., & Molenaar, I. (2016). How to see the classroom through the eyes of a teacher: Consistency between perceptions on diversity and differentiation practices. Journal of Research in Special Educational Needs, 16, 587-591.

Civitillo, S., de Moor, J. & Vervloed, M. (2016). Examining pre-service teachers’ beliefs about inclusive education in the Netherlands: An exploratory study. Support for Learning, 31, 104-121.

Stollberg, J., Fritsche, I., Barth, M., & Jugert, P. (2016). Extending control perceptions to the social self: Ingroups serve the restoration of control. In M. Bukowski, I. Fritsche, A. Guinote, & M. Kofta (Eds.). Coping with lack of control in a social world (pp. 133-150). Milton Park: Routledge.

Jugert, P., Greenaway, K. H., Barth, M., Buechner, R., Eisentraut, S., & Fritsche, I. (2016). Collective efficacy increases pro-environmental intentions through increasing self-efficacy. Journal of Environmental Psychology, 48, 12-23. Supplemental Materials at OSF

Masson, T., Jugert, P., & Fritsche, I. (2016). Collective self-fulfilling prophecies: Group identification biases perceptions of environmental group norms among high identifiers. Social Influence, 11, 185-198.

Jugert, P., Eckstein, K., Beelmann, A., & Noack, P. (2016). Parents' influence on the development of their children's ethnic intergroup attitudes: A longitudinal analysis from middle childhood to early adolescence. European Journal of Developmental Psychology, 13, 213-230.

Barth, M., Jugert, P., & Fritsche, I. (2016). Still underdetected: The impact of normative influence and collective efficacy on the adoption of electric vehicles. Transportation Research Part F: Traffic Psychology and Behaviour, 37, 64-77.


Barth, M., Jugert, P., Wutzler, M., & Fritsche, I. (2015). Absolute moral standards and global identity as independent predictors of collective action against global injustice. European Journal of Social Psychology, 45, 918-930. 

Titzmann, P. F., & Jugert, P. (2015). Acculturation in context: The moderating effects of immigrant and native peer orientations on the acculturation experiences of immigrants. Journal of Youth and Adolescence, 44, 2079-2094.

Eckstein, K., Jugert, P., Noack, P., Born, M., & Sener, T. (2015). Comparing correlates of civic engagement between immigrant and majority youth in Belgium, Germany, and Turkey. Research in Human Development, 12, 44-62.

Eckstein, K., Noack, P., & Jugert, P. (2015). Pathways to active citizenship in adolescence and young adulthood. Polish Psychological Forum, 20, 165-183.

Noack, P., & Jugert, P. (2015). Participation and civic engagement of young people in Germany: Findings on adolescents and young adults of German and Turkish family background. In M. Barrett & B. Zani (Eds.), Political and civic participation: Multidisciplinary perspectives (pp. 232-247). London: Routledge.

Jugert, P., & Noack, P. (2015). L'impact de la participation dans des organisations religieuses: l'example de jeunes migrants d'origine turque en Alemagne. Les Politiques Sociales, 75, 80-88.


Jugert, P., Noack, P., & Rutland, A. (2013). Children's cross-ethnic friendships: Why are they less stable than same-ethnic friendships? European Journal of Developmental Psychology, 10, 649-662.

Jugert, P., Eckstein, K., Kuhn, A., Noack, P., & Benbow, A. (2013). Offline and online civic engagement among adolescents and young adults from three ethnic groups. Journal of Youth and Adolescence, 42, 123-135.

Jugert, P., & Noack, P. (2013). Schlüssel zur Integration oder Weg in die Parallelgesellschaft? Die Wirkung von Partizipation in religiösen Organisationen am Beispiel junger türkischstämmiger Migranten in Deutschland. In Berufsverband Deutscher Psychologinnen und Psychologen (Hrsg.), Inklusion - Integration - Partizipation: Psychologische Beiträge für eine humanere Gesellschaft (S. 32-39). Berlin: Dt. Psychologen-Verl.


Rutland, A., Cameron, L., Jugert, P., Nigbur, D., Brown, R., Watters, C., Hossain, R., Landau, A., & Le Touze, D. (2012). Group identity and peer relations: A longitudinal study of group identity, perceived peer acceptance and friendships amongst ethnic minority English children. British Journal of Developmental Psychology, 30, 283-302.


Jugert, P., Noack, P., & Rutland, A. (2011). Friendship preferences among German and Turkish preadolescents. Child Development, 82, 812-829.

Jugert, P., Benbow, A., Noack, P., & Eckstein, K. (2011). Politische Partizipation und soziales Engagement unter jungen Deutschen, Türken und Spätaussiedlern: Befunde aus einer qualitativen Untersuchung mit Fokusgrupen. Politische Psychologie, 1, 36-51.


Jugert, P. (2010). Collective security motivation: Testing a new model of authoritarianism. Saarbrücken: VDM.

2009 and earlier

Jugert, P., Cohrs, C., & Duckitt, J. (2009). Inter- and intrapersonal processes underlying authoritarianism: The role of social conformity and personal need for structure. European Journal of Personality, 23, 607-621.

Jugert, P. & Duckitt, J. (2009). A motivational model of authoritarianism: Integrating personal and situational determinants. Political Psychology, 30, 693-719.

Jugert, P., & Hiemisch, A. (2005). Terrorismusbedrohung und sozial-kognitive Motive als Prädiktoren von konservativen Einstellungen. Zeitschrift für Politische Psychologie, 13, 137-158.





Universität Duisburg-Essen
Fakultät für Bildungswissenschaften
Institut für Psychologie
Professur für Interkulturelle Psychologie - Migration und Integration

Campus Essen
Gebäude S06 S03

45141 Essen

Campus Essen